INCLUDING LEARNERS WITH AUTISM SPECTRUM DISORDERIn a mainstream setting INTRODUCTION

Autism is known as a “spectrum” disorder because there is wide variation in the type and severity

of symptoms people experience. ASD occurs in all ethnic, racial, and economic groups.

WHAT IS AUTISM?

Autism spectrum disorder (ASD) is a developmental disorder that a� ects communication and

behaviour. Although autism can be diagnosed at any age, it is said to be a “developmental

disorder” because symptoms generally appear in the � rst two years of life.

AUTISM IS: ● a lifelong condition, misunderstood, manageable, treatable and needs a team response

AUTISM IS NOT: ● the fault of parents, punishment for sin, insanity, bad behaviour, contagious, or a danger to

society and the community.

TREATMENTS AND THERAPIES

There is no single best treatment for ASD. A doctor may use medication to treat some symptoms

or behavioural, psychological, and educational therapy could be used.

MAIN CHARACTERISTICS OF ASD ● Di� culty with communication and interaction with other people ● Restricted interests and repetitive behaviours ● Symptoms that interfere with the person’s ability to function

properly in school and life

SIGNS AND SYMPTOMS OF ASDSocial communication / interaction behaviours may include:

● Little or inconsistent eye contact and problems with conversation ● Talking at length about a favourite subject without noticing that

others are not interested ● Having trouble understanding another person’s point of view

Restrictive / repetitive behaviours may include: ● Repeating words or phrases, called echolalia ● Intense interest in numbers, details, or facts ● Upset by slight changes in a routine, irritability

Children with ASD may also have strengths, including: ● Able to retain information for long ● Strong visual and auditory learners ● Excel in math, science, music, or art

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“The most interesting people you’ll � nd are ones that don’t � t into

your average cardboard box.

They’ll make what they need, they’ll make their own

boxes”

Dr. Temple Grandin

“What makes a child gifted and

talented may not always be good

grades in school, but a di� erent way

of looking at the world and learning”

Chuck Grassley

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HOW DOES AUTISM IMPACT LEARNING?

DEVELOPMENTChildren with (ASD) develop at a di� erent rate and don’t necessarily develop skills in the same order as typically developing children.

ATTENTION AND INTERACTIONA child with ASD might not respond to his name, make eye contact, smile at caregivers, or wave goodbye without being told to.

UNDERSTANDINGThey might have trouble understanding that other people can have di� erent desires and behaviours and � nd it hard to predict other people’s behaviour.

CONTROL AND REGULATIONChildren with (ASD) can struggle with attention, transitions, organisation, memory, time management, emotional control and frustration. The child might know her facts well, but might not be able to come up with a solution because she can’t put all the information together.

SEEING THE ‘BIG PICTURE’ Children with (ASD) have di� culty seeing the ‘big picture’. They can get lost in the details and lose track of the lesson.

SOME TEACHING STRATEGIES ● Give task instructions very speci� cally and in sequential order ● Simple, concrete language with as few words as possible ● Teach speci� c social skills such as turn taking and social distance ● Give limited choices ● Avoid sarcasm or jokey comments – they become confused! ● Avoid idioms such as “Open your ears” – they do not understand what is meant ● Provide a clear structure and daily routine which is reassuring and give warning

of changes ● Use di� erent means of representation such as visual, physical, peer modelling,

graphic and link the work to their interests ● Do not take rude or aggressive behaviour personally. It may be unrelated to the

source of the anger and is not targeted at you ● Avoid overstimulation, remove distracters and make individual work spaces

available ● Protect the learner from teasing and educate peers ● Do not insist on the learner following every aspect of the school day, such as

disliked sport or games

RESOURCES u Autism Western Cape

Tel: 021 557 3573Email: support@autismwesterncape.org.zaWebsite: www.autismwesterncape.org.za

u Autism South Africa Tel: 011 484 9909Email: director@autismsouthafrica.orgWebsite: www.aut2know.co.za

u Raisingchildren.net.au u Teaching.monster.com

u NIMHwww.nimh.nih.gov/health/topics/autism-spectrum-disorders

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FOR MORE INFORMATIONCONTACT

Inclusive Education South Africa

Cape Town – 021 762 6664projects@included.org.za

www.included.org.za

For more information about the Teaching and Learning for Inclusive Education

project: vvob.be/southafrica

WITH THE SUPPORT OF

Tips u To learn fractions my teacher had

a wooden apple that was cut up into four pieces and a wooden pear that was cut in half. From this I learned the concept of quarters and halves.

u To reduce frustration and help the child to enjoy writing, let him type on the computer. Typing is often much easier.

u A mother is your biggest ally. Have a heart-to-heart chat with the child’s mother. Share your di� culties. Let her know that you want to help.

“The way we look at our children and their limitations is precisely the way they will

feel about themselves. We set the examples, and they learn

by taking our cue from us”

Amalia Starr

“Within every living child exists the most precious bud of self-identity. To search this out and foster it with loving care; that is the essence of

educating an autistic child”

Dr. Kiyo Kitahara

The contents of this publication are the sole responsibility of VVOB/IESA and can in no way be taken to re� ect the views of the European Union.

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